This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
National level control and administration
The Northern Ireland Parliament was suspended in 1972 and direct rule from the UK Parliament at Westminster substituted. During this time, the vast majority of Northern Ireland’s primary legislation was in the form of Orders and much of the legislation paralleled that for England and Wales. Some provisions were, however, specific to Northern Ireland.1
On 2 December 1999, power was again devolved to the Northern Ireland Assembly and its Executive Committee of Ministers (the Northern Ireland Executive), giving the Assembly legislative authority in the fields previously administered by the Northern Ireland departments, including education. The Secretary of State for Northern Ireland - appointed by the UK Prime Minister - remained responsible for matters not devolved to the Assembly, including international relations. The Secretary of State represents the interests of Northern Ireland in the UK Cabinet.1
Due to difficulties in the peace process, the Northern Ireland Assembly was suspended at midnight on 14 October 2002, and the Secretary of State for Northern Ireland assumed responsibility for the direction of the Northern Ireland departments, including those responsible for education. Prior to this suspension, the Executive included a Minister for Education who was responsible for policy, legislation and resource issues relating to schools and the Youth Service, and a Minister for Employment and Learning who was responsible for further and higher education, training and employment.1
The Northern Ireland Assembly was restored on 8 May 2007.
Department of Education
The Department of Education (DE) is responsible for all policy, legislation and resource issues relating to schools and the Youth Service. Its specific areas of responsibility are for the school curriculum, assessment and examinations, raising standards in teaching and learning, transfer procedures to post-primary (secondary) education, open enrolment, student support, special education, and community relations among young people. In addition, the DE has responsibility for strategic planning and finance and the education and training inspection of all phases of education, except higher education.1
The strategic framework, used to develop the Strategic Plan for Education to which the DE and education partners align annual business plans, identifies four strategic themes:
Within this framework the following strategic aims have been agreed:
Department for Employment and Learning
The main responsibilities of the Department for Employment and Learning (DEL) include: further and higher education; vocational training; employment services; employment law and labour relations; teacher training and teacher education; student support and post-graduate awards; and training grants. Within this Department, the Further and Higher Education (HE) Divisions have particular responsibility for the development of policy and the planning, funding and administration of further and higher education. Additional advice on HE-related matters is provided by the Northern Ireland Higher Education Council (NIHEC).1
The key education-related goals of the DEL include, to:
Non Departmental Public Bodies (NDPBs)
There are also a number of non-departmental public bodies (NDPBs), which may be established by statute but are not government departments nor parts of a department. NDPBs normally operate within broad policy guidelines set by departmental ministers. Their duties may include executive, administrative, regulatory or commercial functions. They employ their own staff.1
Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA)
The Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA) is a statutory non-departmental public body (NDPB) whose members are appointed by the DE and include representatives from all levels of education, industry and commerce as well as two assessors from DE. Its prime duty is to advise the Department of Education on all aspects affecting the school curriculum, and on assessment and qualifications. It produces information and guidance materials for schools (although the final choice of teaching methods and materials rests with schools) and carries out statutory assessment. It is also the awarding body, in Northern Ireland, for qualifications such as GCSEs and GCE A-levels (see sections 6.3 and 6.4) and regulates and monitors the standards of all qualifications offered in Northern Ireland. 1 46
Council for Catholic-Maintained Schools (CCMS)
The Council for Catholic-Maintained Schools (CCMS) is a statutory non-departmental public body (NDPB) which has certain responsibilities for all Catholic-maintained schools. Its members consist of trustee representatives appointed by the Northern Ireland Bishops, and persons appointed by the Head of the Department of Education in consultation with the bishops, parents and teachers. The main purpose of the CCMS is to promote high standards of education in Catholic-maintained schools and to ensure the coordination of the Catholic-maintained school system in Northern Ireland. It employs teachers and promotes the effective management and the rationalisation of school provision in the Catholic-maintained sector. It advises boards of governors on criteria for admissions; supports them in the determination and review of the curriculum; draws up schemes for exclusions; and ensures special educational provision for children with special educational needs (SEN).1, 3
Education and Training Inspectorate (ETI)
The Education and Training Inspectorate (ETI), a division within the Department of Education (DE), is the sole body with responsibility for the inspection of education and training in Northern Ireland. It is concerned with the quality of education and training and inspects and reports on the work which is taking place throughout the education system (except higher education), including that done by the advisory and support service provided by the Education and Library Boards (ELBs).3 46
The ETI is responsible for inspecting and reporting on the quality of education in schools and its inspectors are civil servants. In general, each school is formally inspected by a team of inspectors at least once every five to seven years. Inspections are designed to evaluate the work of each school, taking account of its individual circumstances and conditions, and focusing on the ethos of the school, the quality of teaching and learning, the standards achieved and the quality of leadership and management. All ETI reports on the education system, including reports of school inspections, are published.1 46
The Chief Inspector of the ETI in Northern Ireland is responsible for:
Northern Ireland Council for Integrated Education (NICIE)
The Northern Ireland Council for Integrated Education (NICIE) was established in 1987. Its role is to coordinate efforts to develop integrated (Protestant and Catholic) education and to assist parent groups in opening new integrated schools. NICIE is funded by the Department of Education (DE) as part of its statutory responsibility to encourage and facilitate integrated education. Integrated education aims to bring together, in one school, students from both Protestant and Catholic traditions. NICIE aims to create a representative structure within which debate and policy development on issues affecting integrated education as a whole can take place.1, 3 46
Local level control and administration
Responsibility for pre-school and school education at local level rests with the five Education and Library Boards (ELBs), each of which includes one or more of the 26 democratically elected district council areas. ELBs are reappointed every four years, following the district council elections. All 35 members of each Board are appointed by the Minister for the contribution they can make on the basis of their interest, knowledge and experience. Forty per cent of the members of each ELB is made up of district councillors who have been nominated for appointment by their respective district council; 23 per cent represent the interests of the Protestant and Catholic Churches and the remaining 37 per cent is appointed by the Minister on the basis of their interest in the services for which the ELBs are responsible. For example, teachers, library and youth interests, trade unionists and business interests are all represented.1 46
ELBs are wholly funded by the Department of Education (DE).3
Education and Library Boards (ELBs) are responsible for funding controlled schools (revenue and capital) and maintained schools (revenue only), and for pre-school, primary and secondary education. They also provide youth services and library and information services in the local communities. They must ensure that there are sufficient schools to meet local needs and are responsible for enforcing school attendance. In addition, they provide a curriculum advisory and support service to all the schools in their area. ELBs are also required to prepare a statement of their arrangements for the education of children with behavioural difficulties; and to provide school meals services and transport to and from school.1
ELBs also employ teachers and are wholly responsible for the schools under their management, although most schools have delegated responsibility for managing their own budget and for enrolment arrangements. However, ELBs have no powers to inspect the quality of education in the schools which they control. ELBs assess students’ eligibility for financial assistance towards tuition fees and living costs.3
ELBs have no direct involvement in initial teacher training or higher education, although they are represented on the governing bodies of such institutions. 3
Proposed changes – introduction of an Education and Skills Authority (ESA)
Educational administration is currently the subject of significant reform in Northern Ireland. At the heart of the plans for modernisation is the decision to create a single Education and Skills Authority to bring together the direct support functions currently undertaken by the five Education and Library Boards (ELBs) and other government-funded organisations such as the Council for Catholic-Maintained Schools (CCMS). It is intended that the new Education and Skills Authority will also incorporate curriculum and teacher support functions and act as a single employing authority for all teachers and other staff in grant-aided schools. The role of the Department of Education (DE) will change to enable it to focus better on policy development and implementation; some of its functions will transfer to the Education Authority. In addition, a new Education Advisory Forum (EAF) will provide advice to the DE. These new arrangements are expected to take effect by April 2009.27 46
School level administration
Educational institutions enjoy a high degree of autonomy.1
Following the introduction of local management of schools (LMS) (under the Education Reform (Northern Ireland) Order 1989), most school administration and management functions are now delegated to boards of governors and principals. However, delegation may, in certain specified circumstances, be withdrawn.3
Boards of governors
Boards of governors (of publicly funded schools) are responsible for making decisions on the general direction of the school and its curriculum. The composition of the boards of governors of schools normally reflects several sectors of the community, including the local authority or the founding body, alongside elected parents and teachers. 1
Each school has a scheme of management which specifies the constitution of its board of governors. Boards of governors include the following categories of governor:
There is also provision for members of the local business community to be co-opted on to the board of governors, but these members have no voting rights.3
Headteachers/principals
Every school in Northern Ireland has a headteacher (often known as the principal) who is responsible for the internal organisation, management and control of the school. Principals operate within the framework set by the board of governors for the development of the school, and any other relevant authority, such as any foundation trust deed which may exist in relation to the school. They must, of course, abide by education legislation and the terms of their appointment. In carrying out their duties, principals must also consult, as appropriate, with the local Education and Library Board (ELB), the board of governors, the staff of the school and the parents of its students.3
Within the framework agreed by the board of governors, principals are generally responsible for:
In order to make the self-management of schools effective, the Department of Education (DE) recommends the use of a school development plan.3 Guidance on school development planning has been produced, 6 and the Education and Training Inspectorate (ETI) has carried out an evaluation of school development planning.7
Types of schools
A number of integrated schools have been established in Northern Ireland aiming to educate Catholic and Protestant children together. However, for historical reasons, the school system remains largely segregated on religious lines.1
Publicly funded schools in Northern Ireland are known as grant-aided schools. There are six categories of grant-aided school:
Controlled schools (including (controlled) integrated schools) are owned by Education and Library Boards, which also fund them for capital and revenue expenditure and employ the staff. The school board of governors decides on admissions.1
Catholic-maintained schools are owned mainly by the Catholic Church, are fully funded for revenue expenditure by the Education and Library Boards, but also receive capital funding direct from the Department of Education (DE). The Council for Catholic-maintained Schools (CCMS) employs the teaching staff and the school board of governors decides on admissions.1
Other maintained schools are in private ownership. They are fully funded for revenue expenditure by the Education and Library Boards and also receive capital funding from the Department of Education (DE). The school board of governors decides on admissions. 46
Grant-maintained integrated schools are owned by trustees or the school board of governors. They are fully funded for both revenue and capital expenditure by the Department of Education. The school board of governors employs the staff and decides on admissions.1
Voluntary grammar schools are owned by trustees or the school’s founding body. The school board of governors is the employer and the admissions authority. Most voluntary grammar schools are fully funded for revenue and capital expenditure by the Department of Education, but some contribute towards capital costs. 1
In general, education is provided free of charge to full-time students up to the age of 19 in publicly funded schools (and further education institutions). 3
All publicly funded schools (known as grant-aided schools) have their recurrent costs fully funded by the Department of Education (DE), either directly or through the Education and Library Boards. The DE also provides up to 100 per cent of capital funding, depending on the category of school.1
Local management of schools (LMS), in effect since 1989, requires a high level of financial delegation to schools. Since the start of the 2005/06 financial year, funding has been allocated to schools according to a common funding formula, determined by student numbers and other factors such as the size of premises, social need, etc. (Prior to this, each Education and Library Board or funding authority operated a separate formula which conformed to a broad framework established by the DE.) The Education and Libraries (Northern Ireland) Order 2003 2 enabled this common funding formula to be implemented. The common funding framework is designed to ensure that schools of similar size and characteristics receive similar funding regardless of their geographical location. Many schools also attract additional grants from specific initiatives and raise extra funds through voluntary contributions.1, 3, 46
With the exception of voluntary grammar schools, which may charge small capital fees (up to a maximum of £120 per year), publicly funded schools do not charge for tuition, books and stationery, although schools may invite parents to make voluntary contributions for some activities.1, 3, 46
The school board of governors and principal (headteacher) are entirely responsible for the expenditure of the school’s annual budget, which covers most staff costs, recurrent equipment, books and materials, and most premises’ running costs, repairs and maintenance.1
Pre-school education
Although parents of children below compulsory school age in controlled and maintained schools (either in nursery classes or reception classes) cannot be charged fees, many children are enrolled in private and voluntary pre-school institutions, which do charge fees. However, the Government is expanding and developing publicly funded early years education by cooperation with the private and voluntary sectors. Providers of early years education in these sectors may be paid a grant for educating 3- and 4-year-olds, subject to meeting certain conditions and requirements.3, 1
There are 19 private sector schools in Northern Ireland.27 Known as independent schools, they are defined as schools: ''at which full-time education is provided for pupils of compulsory school age (whether or not such education is also provided for pupils under or over that age), not being a grant-aided school". Independent schools are required to be registered with the Department of Education (DE), although teachers in independent schools are not required to have ‘eligibility to teach’ (see section 7). Schools are normally inspected once every five to seven years by the Education and Training Inspectorate (ETI) which advises the DE about schools’ fitness to be registered.3 46
Independent schools receive no direct state funding.1